Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
TBLT in Japan: In search of the middle groundKen Urano
1) The document discusses task-based language teaching (TBLT) and summarizes key definitions and concepts, such as the differences between target tasks, pedagogical tasks, and task-supported language teaching versus task-based language teaching.
2) It notes that while TBLT is not very popular in Japan currently due to misconceptions, such as that it is not suitable for beginning learners or that authorized textbooks are not task-based, researchers have provided empirical evidence countering these beliefs.
3) It also addresses counterarguments against TBLT in Japan, such as concerns about entrance exams and grammar learning, and argues that with a focus on form, adaptation, and assessment innovation,
Types of L2 morphosyntactic knowledge that can and cannot be observed in lea...Ken Urano
2015 Joint International Methodology Research Colloquium KATE Corpus SIG & LET Kansai Methodology SIG @ National Institute for International Education May 16, 2015

Input, interaction, and the roles of Japanese teachers of English: A second l...Ken Urano
This document summarizes a presentation about input, interaction and the role of Japanese teachers of English from a second language acquisition perspective. It discusses that input is crucial for language learning, but the input must be comprehensible to learners. It also discusses that output is important, but input comes first. The presentation recommends that teachers adjust their speech for learners, use gestures and visual aids carefully, elaborate on meanings rather than simplify, and provide feedback to increase learners' awareness of language forms. The key ideas are that comprehensible input, elaboration and interaction help form-meaning mapping while feedback further develops awareness of forms.
Roles of assistant language teachers and Japanese teachers of English for a s...Ken Urano
The document discusses research on second language acquisition and provides guidance for ALTs and JTEs on effective team teaching.
It summarizes that input is crucial for language learning, but the input must be comprehensible to learners. Teachers should use techniques like elaboration, gestures, visual aids, and interaction to help make input comprehensible while retaining linguistic complexity. Simplification may improve understanding but not support learning. The document also recommends providing feedback to increase learners' awareness of language forms. Overall, it emphasizes the importance of comprehensible input through adjusted teacher speech, elaboration, and feedback to facilitate both meaning and form in the language learning process.
59. 計算してみよう
M SD
Group A 52.1 15.3
Group B 57.1 16.7
1
2
2
2
1
21
−
+
−
=
n
SDSD
XX
t
*n が異なるときの計算はもう少し複雑になります
*
| 52.1-57.1|
=
√(15.32 + 16.72) / (30 - 1)
59
60. 計算してみよう
M SD
Group A 52.1 15.3
Group B 57.1 16.7
5
=
4.21
1
2
2
2
1
21
−
+
−
=
n
SDSD
XX
t
*n が異なるときの計算はもう少し複雑になります
*
= 1.18
60
61. t の臨界値
n 1 2 3 4 5
臨界値
両側検定5%
12.71 4.30 3.18 2.78 2.57
n 10 20 50 100 200
臨界値
両側検定5%
2.23 2.09 2.01 1.98 1.97
t = 1.18 は有意でない
61